Учебники школьные / анг яз уч ответы

4Focus Understanding new vocabulary

ñRefer Ss to the words in bold and have them match them with their meanings.

ñElicit answers and check.

Answer Key

heiress ― person who has inherited a lot of money

gets married ― (a couple) promise to be with each other

authorises ― makes it legal righteous ― morally good and fair sentence ― judgement confiscated ― seized, taken away rest assured ― be certain

5Focus Role playing an extract

ñHave Ss listen to the extract.

ñInvite different Ss to act out the script.

(Ss’ own answers)

6Focus Discussing a character in a play

ñIn groups of 3-4, have Ss discuss the task.

ñDirect Ss to justify their answers with dialogue from the extract.

ñMonitor the activity and assist as necessary.

Suggested Answer Key

A:I think Shylock is feeling very powerful in the beginning.

B:Yes, I agree. He believes he is right and the lawyer is on his side.

C:But then, he must feel very afraid when

the lawyer says he will die and lose everything when she says, if you spill one drop of blood you will die.

A:I think he feels shocked and confused because he doesn’t know the law when he asks, is that the law?

B:He seems very desperate when he tries to convince the lawyer to give him the money and forget the pound of flesh.

7Focus Listening for comprehension

ñSs listen to the outcome of the story.

ñIn groups of 3-4 have Ss think up a different ending to the story.

ñInvite groups to present their ending to the class and discuss.

Suggested Answer Key A new ending

Shylock tried to take his pound of flesh from Antonio. He cuts his heart out, but of course, Antonio begins to bleed and the court orders him to stop. Shylock is put in jail immediately for trying to murder Antonio and all of his possessions are taken by the court. Antonio is OK and is taken to the doctor and Shylock’s daughter is given all of her father’s things, by the court.

8Focus Writing a summary of a play

ñDirect Ss to make notes from the text.

ñAllow Ss time to write their summaries.

ñInvite Ss to read their summaries in class.

Suggested Answer Key

Antonio is a wealthy merchant in Venice. He owns many ships. His friend Bassanio wants to marry the heiress, Portia. Bassanio asks his friend Antonio to lend him money to marry Portia. However, Antonio doesn’t have money at the moment because his ships are all at sea. Together, they go to Shylock, the evil moneylender, and make a deal with him. Antonio promises Shylock a pound of flesh if he can’t pay back the loan.

After some time, the money was due and Antonio couldn’t pay it. Shylock took him to court and demanded his pound of flesh. Meanwhile, without anyone knowing, Portia dressed up like a lawyer and came to court to try to help Antonio. She convinced everyone that Shylock could have his pound of flesh, but without taking any blood. This was of course impossible and in the end Shylock had to leave the court with nothing. He was forced to promise to give his possessions to his daughter when he dies.

9Focus Interpreting meaning

ñHave Ss discuss the quote and what it means.

ñMonitor the activity and assist as necessary.

Suggested Answer Key

The quote means that it is up to each person to decide what will or won’t happen in their lives. We are all responsible for our own actions and what happens to us.

10 Focus Presenting a famous playwright

In groups of 3-4 have Ss complete their research. Invite groups to present their information to the class and ask the class for feedback.

Suggested Answer Key

William Shakespeare was born in April, 1564 in Stratford-upon-Avon, Warwickshire, about 100 miles northwest of London. He went to school there for some time and it is believed that he was taken out by his father and learned his trade as a leather maker; making purses, belts and gloves.

He married Anne Hathaway on 28 November 1582. They had three children, two girls and a boy, who died at a young age.

Shakespeare was famous for writing 36 plays. Many of these plays were staged at The Globe Theatre in London. The plays could only be acted out by men, even the female roles. He started writing historical pieces and comedies and sometime after 1599, perhaps after the death of his son, he started writing tragedies. Shakespeare died 23 April, 1616.

Before you start …

ñWork through the questions with the class, asking follow up questions to encourage Ss to expand on their answers as much as possible. (e.g. Describe your favourite artist’s work. Why do you like this artist? Which artist don’t you like? Why? Describe to your partner how your favourite painting makes you feel?)

ñMake sure Ss understand this section and use the prompts to recycle vocabulary seen in Module 5.

Pic 3 (p. 90)

What is happening in this picture? Do you think it is important to help our communities? What kinds of things can we do to help?

Pic 4 (p. 96)

What does this picture show? What other places do you see in the pictures? Do you go to any of these places? What are some services near you house?

Look at Module 6

ñRefer Ss to the title of the module, Town & Community, and invite them to suggest what they think it means and what they expect to learn from the module.

Suggested Answer Key

The title means the places where we live and the people we live with such as our neighbours. I think we will learn about different places to live and people in different communities.

ñAsk Ss to look through the module and find the page numbers for each of the pictures. Ask questions to stimulate a discussion about them.

Suggested Answer Key

Focus Ss’ attention on pic 1 (p. 89).

T: What page is the picture on? S1: It’s on page 98.

T: What is this a picture of? S2: It a picture of a museum?

T: What places do you like to visit? Why?

S3: I like visiting zoos because I like watching and learning about the animals

T:Do you think it is important to go to museums and art galleries? Why or why not?

S4: I think it is very important as we learn about history and other cultures at museums and art galleries show us different ways that people communicate and express themselves.

Pic 2 (p. 102)

What is this a picture of? What forms of transport do you use? Which form of transport from the pictures in the unit would you like to try? Why?

Find the page number(s) for

Allow Ss time to browse through the module and find the items. Ask them to explain what each item is and elicit simple information about each of them.

Suggested Answer Key a street map (p. 92)

Why do we use maps? What does this map show? Do you ever use a map? Do you find them easy to follow? Have you ever been lost and asked for directions? Did the directions help you find where you were going?

a quiz (p. 95)

What is this quiz about? Do you like quizzes? Do you know much about other places in the world? Do you think monuments are important and should be preserved? Why or why not?

a quotation (p. 103)

What does this quotation say? What does it refer to? Why do we remember quotations?

Explain that the module has:

―a Culture Corner

―a Going Green section

Ask Ss to look at the relevant pages and elicit what each section is about (Welcome to Sydney, Australia, Green Transport).

Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …

Select Ss to read through the list of items that will be covered in the module. If necessary, explain any new vocabulary. Ask Ss to go through the list and tick any items they think they know or can do, put a cross next to the ones they do not know and a star next to the ones they think will be the most useful. Select Ss to report on which items they have ticked or put a star next to.

Objectives

Vocabulary: animals; related to volunteer work Reading: reading for confirmation; reading for comprehension/gist

Speaking: role playing; trying to persuade

Writing: an email

Answer Key

The text is about helping out at an animal shelter.

3Focus Reading for comprehension/gist

(matching headings to paragraphs)

1 a) Focus Introducing the topic of a text/

describing pictures

Refer Ss to the pictures and elicit answers to the questions in the rubric.

Answer Key

Picture A shows a woman helping a disabled senior citizen.

Picture B shows a man visiting senior citizens. Picture C shows people giving supplies to victims of an earthquake.

Picture D shows people planting trees.

b)Focus Discussing the topic of a text

ñInvite Ss to tell the class if they have done any of the activities listed in Ex. 1a and which of these activities they would like to do and why.

ñCheck for correct use of vocabulary.

Suggested Answer Key

I have worked with senior citizens before. I would like to work with an aid agency, helping people after natural disasters. I think it would be very rewarding and you would feel like you are making a difference for people.

Reading

2Focus Predicting the content of a text/

Listening and reading for confirmation

ñRefer Ss to the title of the text and read the first and last sentences of each paragraph.

ñElicit what the text is about and write answers on the board.

ñPlay the recording while Ss read along to check their answers.

ñRead the study skills box aloud and check Ss understand it.

ñDirect Ss to read the headings and then search the text for key words related to the headings.

ñSs complete task and compare answers with a partner.

ñCheck answers in class.

Answer Key

Vocabulary

4Focus Expanding vocabulary

ñElicit the animals named in the text. Write them on the board.

ñHave Ss write the headings from the rubric and any other headings they can think of.

ñSs complete their lists under the headings.

ñSs compare their answers with a partner.

ñWrite the headings on the board and elicit answers.

Answer Key

cats, dogs, horses, sheep, goats, chickens, ducks, llama, pony, guinea pig

Suggested Answer Key

farm: horse, pony, sheep, chicken, rooster, cat, guinea pig

wild: lion, tiger, elephant, moose, bear bird: duck, parrot, pigeon

fish: perch, trout, salmon

5Focus Practising vocabulary

ñHave Ss read through the rubric and check they understand the words.

ñSs complete the task and check their answers with a partner.

ñHave Ss write sentences about the boy in the text.

ñAsk various Ss to read out their sentences and check for correct use of vocabulary.

Suggested Answer Key

2 Richard’s love for animals made it a natural choice to volunteer at the animal shelter.

3 Richard assists staff members with their duties at the shelter.

4Sometimes Richard answers phone calls at the shelter.

5Many animal owners don’t take care of their animals properly.

6Richard wanted to burst into tears when he saw the neglected pony.

7The pony made a full recovery and is fine now.

8Some animals stay at a foster home and get special care.

9Richard suggests going to a charity event as a way to help out in your community.

10One great way to volunteer is to visit a senior citizen for a few hours a week.

6Focus Practising vocabulary

ñHave Ss complete the task.

ñInvite Ss to read out their answers and check.

Speaking

7Focus Using vocabulary to persuade

ñIn pairs, Ss take roles and try to persuade each other to volunteer.

ñDirect Ss to use the vocabulary from the text.

ñMonitor the activity and assist as necessary.

ñTell Ss to switch roles and repeat the activity.

Reading & Vocabulary 6a

Suggested Answer Key

You should think about coming to the with me. You get to work with a lot

different kinds of animals and do lots of jobs have even worked with a llama; I had seen one of those before. I am learning a about animals and I hope one day I will be

to do more to help them. Sometimes it makes me sad to think about the things people done to these animals, but then I think

all of the good we are doing and I know it is worth it. Think about it and let me know. could use all of the help they can get.

Writing

8Focus Writing an email

ñRead the rubric with Ss and check understand the task.

ñDirect Ss to follow the prompts in the when writing their emails.

ñAllow Ss time to write their Alternatively, assign the task as HW.

ñInvite Ss to read their emails in class and the class for feedback.

Suggested Answer Key

Dear George,

What is new with you? I volunteering at the local Red Cross. We had earthquake last week and many of our and neighbours have lost their homes. I everyday and hand out clothes, food blankets to people that are in need. Last we had to set up beds in a huge tent people to sleep. It felt really good to something for someone else. You should about coming with me sometime. It is rewarding.

Your friend, Jack

Objectives

Vocabulary: road features; map symbols Reading: reading for coherence and cohesion Listening: listening for specific information; listening for confirmation

Speaking: role playing; asking for/giving directions

1Focus Introducing new vocabulary

ñElicit the labels for the different numbers on the map.

ñHave Ss complete the sentences.

ñInvite various Ss to read their sentences to check.

2Focus Understanding map symbols

ñRefer Ss to the symbols and write the headings: ‘sightseeing, transport, services’ on the board and elicit the meaning of each.

ñInstruct Ss to answer the questions.

ñElicit similar symbols used in their country.

ñCheck answers with the class.

Answer Key

sightseeing: information, public toilets, water activities, museum, nature reserves, castle transport: park & ride, cycle lane, car park services: telephone, horse riding, leisure centre, camp site

(Ss’ own answers)

Everyday English

3Focus Practising asking for and receiving

information

ñRead through the language box and check Ss understand the vocabulary.

ñIn pairs, Ss practise giving their partner directions.

ñDirect Ss to reverse roles to practise both asking for and receiving information.

ñMonitor the activity and check for correct use of vocabulary.

Suggested Answer Key

A:Excuse me, do you know how I can get to the police station?

B:Yes, the police station is on the corner of Eaton Road and Stuart Street. Just walk up Stone Street and cross the street at the zebra crossing. The station is across the street from the café.

Reading

4Focus Reading for cohesion and coherence

(missing sentences)

ñTell Ss to read the dialogue as it appears to gain an overall idea of the coherence and content. Then, read each possible answer.

ñHave Ss complete the task.

ñInvite two Ss to read out the dialogue and check answers with the class.

Answer Key

5a) Focus Understanding phrases/expressions

ñHave Ss complete the task.

ñRead out the statements and elicit the phrases from dialogue.

ñCheck answers with the class.

ñDo you mind

b)Focus Role playing a dialogue

ñHave Ss read and listen to the dialogue again.

ñIn pairs, have Ss take roles and read the dialogue and then exchange roles.

Objectives

Grammar: passive form; the causative; question words + ever

Listening: listening for confirmation

Writing: a quiz

1Focus Understanding the passive form

ñWrite on the board:

ñElicit the word order in the sentence. (Mary: subject, wrote: verb, the report: object). Now write on the board:

ñElicit the word order in the sentence. Ask Ss to compare the two sentences and elicit which emphasises what happened to the subject (the passive: The report was written by Mary), rather than what the subject did (the active form: Mary wrote the report).

6c Grammar in Use

Explain the second sentence is the passive form and elicit the form:

S + to be + past participle of main verb + agent (by)

ñRefer Ss to the Grammar Reference section and review the passive.

ñHave Ss complete the task.

ñInvite Ss to read out their sentences in class and check.

2Focus Understanding the agent in the

passive form

ñReview the theory box and check Ss understand when we use ‘by’ (who carries out an action) and when we use ‘with’ (what the agent used).

ñDirect Ss to pay attention to the time expressions and the verb tenses of the passive when completing the task.

ñHave Ss complete the task.

ñInvite Ss to read their answers to check.

Answer Key

2The old house was being renovated when the fire broke out.

3 The building will be finished next month.

4All of the concert tickets have already been sold.

5 ‘The Starry Night’ was painted by Van Gogh.

6 This bread was freshly baked this morning.

7A children’s playground is being built in the park now.

8 Photography is not allowed in the museum.

9The Colosseum was built by Vespasian in 70-80 AD.

3Focus Practising the passive form/

Listening for confirmation

ñHave Ss complete the quiz using the passive form.

ñ Play the recording and Ss check their answers.

Answer Key

1 When was the Eiffel Tower built?

2 What is the Taj Mahal made of?

3 Why were the Egyptian Pyramids built?

4Which famous monument can be seen from almost every part of the city?

5It is estimated that 2 to 3 million people died while building a monument.

6Which of these famous sites is endangered by tourism?

7Which famous building will be destroyed if the ravens ever leave it?

4Focus Practising the passive

ñRead the notices in class.

ñHave Ss complete the task.

ñElicit answers and check.

Answer Key

2 Exhibits must not be touched. (gallery)

3 Renovations are being done to the museum./The museum is being renovated. (museum entrance)

4 The pool has been closed. (leisure centre)

5The lab has been moved to the 4th floor. (hospital)

5Focus Understanding the causative

ñWrite the following sentences on the board: 1 ‘Jane is doing her hair.’

2 ‘Jane is having her hair done.’

ñElicit the differences in meaning of the two sentences (In sentence 1 Jane is doing her own hair. In sentence 2 someone else is doing Jane’s hair.).

ñElicit the form of the causative and write it on the board: have + object + past participle.

ñReview with Ss the Grammar Reference section.

ñAllow Ss time to complete the task.

ñCheck answers with the class.

Answer Key

The first sentence (Tom is repairing his car.) is illustrated in the picture.

The second sentence (Tom is having his car repaired.) means that someone else repaired the car for Tom.

The sentence is formed by have + object + past participle.

6Focus Practising the causative

ñHave Ss complete the task.

ñElicit answers and check.

Answer Key

2 is having her nails painted by her friend.

3 is going to have his car fixed by a mechanic.

4had his bedroom painted last week by the painter.

5 will have her dress shortened by the dressmaker.

6 has had a garden shed built by his dad.

7Focus Writing sentences using the

causative

ñDirect Ss to pay attention to the time expressions as the verb tense for the verb ‘have’ changes in the causative depending on when the action takes place.

ñHave Ss complete the task.

ñElicit answers and discuss.

Answer Key

ñThey will have the flowers planted tomorrow.

ñThey are having the missing tiles replaced right now.

ñThey had the windows cleaned two days ago.

ñThey are having the fence mended now.

ñThey will have the grass mowed next week.

Grammar in Use 6c

8Focus Understanding question words

ñRead the theory box out and check understand it.

ñHave Ss complete the task.

ñElicit answers and check.

9Focus Writing a quiz using the passive

ñRead the rubric and check Ss understand task.

ñDirect Ss to research information using website given and write a quiz, using passive form.

ñIn pairs, have Ss exchange their quizzes them.

ñMonitor the activity and offer assistance necessary.

Suggested Answer Key

1 The Statue of Liberty was built in ...? A) The United States B) France

2Which of these places is listed as a UNESCO World Heritage site?